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Author: Yessenia Connie Marroquin
Publisher:
ISBN: 9781085572545
Category : Academic theses
Languages : en
Pages : 56
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Book Description
There are an estimated half million foster youth in the United States, 71% of which are of school age, according to Gustavsson and McEachron (2012). There are numerous factors that contribute to poor academic performance among fostered youth. Many of which can be linked to lack of resources, emotional trauma, lack of support. Foster children are almost twice as likely to underperform throughout their primary education, then non-fostered youth (Burley, M. & Halpern, M., 2001). Fostered adolescent girls, as a group, are subject to many psychosocial stressors that can negatively impact their academic performance and increase their risk of dropping out of school. Examples of psychosocial stressors include, abusive a dysfunctional family relationship, childhood trauma, abandonment and trust issues, low-self-esteem and poor self-efficacy, transient living conditions resulting in excessive school absence, and limited positive peer relationships. This project presents a school-based psychoeducational group intervention targeting fostered adolescent girls aged 14-18. The aim of this psychoeducational support group is to increase retention, academic success and graduation, as well as provide resources and emotional support to address the challenges commonly faced by girls in foster care. Curriculum components of the proposed psychoeducational group for fostered adolescent girls include: (1) developing a support network among foster youth girls; (2) constructing and applying coping skills in response to the fostered experience; (3) developing skills in cognitive reframing to promote self-efficacy; (4) reducing anxiety and promoting positive coping while debriefing foster care experiences; (5) goal setting and identifying strengths to improve self-efficacy; and (6) strategies to support academic achievement and college readiness.
Author: Yessenia Connie Marroquin
Publisher:
ISBN: 9781085572545
Category : Academic theses
Languages : en
Pages : 56
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Book Description
There are an estimated half million foster youth in the United States, 71% of which are of school age, according to Gustavsson and McEachron (2012). There are numerous factors that contribute to poor academic performance among fostered youth. Many of which can be linked to lack of resources, emotional trauma, lack of support. Foster children are almost twice as likely to underperform throughout their primary education, then non-fostered youth (Burley, M. & Halpern, M., 2001). Fostered adolescent girls, as a group, are subject to many psychosocial stressors that can negatively impact their academic performance and increase their risk of dropping out of school. Examples of psychosocial stressors include, abusive a dysfunctional family relationship, childhood trauma, abandonment and trust issues, low-self-esteem and poor self-efficacy, transient living conditions resulting in excessive school absence, and limited positive peer relationships. This project presents a school-based psychoeducational group intervention targeting fostered adolescent girls aged 14-18. The aim of this psychoeducational support group is to increase retention, academic success and graduation, as well as provide resources and emotional support to address the challenges commonly faced by girls in foster care. Curriculum components of the proposed psychoeducational group for fostered adolescent girls include: (1) developing a support network among foster youth girls; (2) constructing and applying coping skills in response to the fostered experience; (3) developing skills in cognitive reframing to promote self-efficacy; (4) reducing anxiety and promoting positive coping while debriefing foster care experiences; (5) goal setting and identifying strengths to improve self-efficacy; and (6) strategies to support academic achievement and college readiness.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 030948202X
Category : Social Science
Languages : en
Pages : 391
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Book Description
Healthy mental, emotional, and behavioral (MEB) development is a critical foundation for a productive adulthood. Much is known about strategies to support families and communities in strengthening the MEB development of children and youth, by promoting healthy development and also by preventing and mitigating disorder, so that young people reach adulthood ready to thrive and contribute to society. Over the last decade, a growing body of research has significantly strengthened understanding of healthy MEB development and the factors that influence it, as well as how it can be fostered. Yet, the United States has not taken full advantage of this growing knowledge base. Ten years later, the nation still is not effectively mitigating risks for poor MEB health outcomes; these risks remain prevalent, and available data show no significant reductions in their prevalence. Fostering Healthy Mental, Emotional, and Behavioral Development in Children and Youth: A National Agenda examines the gap between current research and achievable national goals for the next ten years. This report identifies the complexities of childhood influences and highlights the need for a tailored approach when implementing new policies and practices. This report provides a framework for a cohesive, multidisciplinary national approach to improving MEB health.
Author: Michelle Limon
Publisher:
ISBN:
Category : Abused children
Languages : en
Pages : 440
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Book Description
Author: Jonathan Crane
Publisher: Russell Sage Foundation
ISBN: 1610441427
Category : Political Science
Languages : en
Pages : 337
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Book Description
Many Americans seem convinced that government programs designed to help the poor have failed. Social Programs That Work shows that this is not true. Many programs have demonstrably improved the lives of people trapped at the bottom of the social and economic ladder. Social Programs That Work provides an in-depth look at some of the nation's best interventions over the past few decades, and considers their potential for national expansion. Examined here are programs designed to improve children's reading skills, curb juvenile delinquency and substance abuse, and move people off welfare into the workforce. Each contributor discusses the design and implementation of a particular program, and assesses how well particular goals were met. Among the critical issues addressed: Are good results permanent, or do they fade over time? Can they be replicated successfully under varied conditions? Are programs cost effective, and if so are the benefits seen immediately or only over the long term? How can public support be garnered for a large upfront investment whose returns may not be apparent for years? Some programs discussed in this volume were implemented only on a small, experimental scale, prompting discussion of their viability at the national level. An important concern for social policy is whether one-shot programs can lead to permanent results. Early interventions may be extremely effective at reducing future criminal behavior, as shown by the results of the High/Scope Perry preschool program. Evidence from the Life Skills Training Program suggests that a combination of initial intervention and occasional booster sessions can be an inexpensive and successful approach to reducing adolescent substance abuse. Social Programs That Work also acknowledges that simply placing welfare recipients in jobs isn't enough; they will also need long-term support to maintain those jobs. The successes and failures of social policy over the last thirty-five years have given us valuable feedback about the design of successful social policy. Social Programs That Work represents a landmark attempt to use social science criteria to identify and strengthen the programs most likely to make a real difference in addressing the nation's social ills.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309490111
Category : Social Science
Languages : en
Pages : 493
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Book Description
Adolescenceâ€"beginning with the onset of puberty and ending in the mid-20sâ€"is a critical period of development during which key areas of the brain mature and develop. These changes in brain structure, function, and connectivity mark adolescence as a period of opportunity to discover new vistas, to form relationships with peers and adults, and to explore one's developing identity. It is also a period of resilience that can ameliorate childhood setbacks and set the stage for a thriving trajectory over the life course. Because adolescents comprise nearly one-fourth of the entire U.S. population, the nation needs policies and practices that will better leverage these developmental opportunities to harness the promise of adolescenceâ€"rather than focusing myopically on containing its risks. This report examines the neurobiological and socio-behavioral science of adolescent development and outlines how this knowledge can be applied, both to promote adolescent well-being, resilience, and development, and to rectify structural barriers and inequalities in opportunity, enabling all adolescents to flourish.
Author: Joyce Elizabeth Mann
Publisher: John Wiley & Sons
ISBN: 0470115238
Category : Political Science
Languages : en
Pages : 409
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Book Description
Handbook of Prevention and Intervention Programs for Adolescent Girls presents the latest research, programs, and approaches that respond to the needs of today’s adolescent girls. In this practical guide, editors Craig LeCroy and Joyce Mann have brought together a notable team of contributors to produce a resource with both diverse coverage and practical applications. Filled with helpful examples, this is an indispensable, hands-on resource for practitioners and students in mental health, education, and public policy.
Author: Silvia Molina Roldán
Publisher: Frontiers Media SA
ISBN: 288976950X
Category : Science
Languages : en
Pages : 141
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Book Description
Author: Sandra Prince-Embury
Publisher: Springer
ISBN: 1493905422
Category : Psychology
Languages : en
Pages : 481
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Book Description
Our uncertain times are hard enough for adults to navigate. For all too many young people—even many who appear to possess good coping skills—the challenges may seem overwhelming. More and more, resilience stands as an integral component in prevention programs geared to children and adolescents, whether at risk or not. Resilience Interventions for Youth in Diverse Populations details successful programs used with children and teens in a wide range of circumstances and conditions, both clinical and non-clinical. New strength-based models clarify the core aspects of resilience and translate them into positive social, health, educational, and emotional outcomes. Program descriptions and case examples cover diverse groups from homeless preschoolers to transgender youth to children with autism spectrum disorders, while interventions are carried out in settings as varied as the classroom and the clinic, the parent group and the playground. This unique collection of studies moves the field toward more consistent and developmentally appropriate application of the science of resilience building. Among the empirically supported programs featured: Promoting resilience in the foster care system. Developing social competence through a resilience model. Building resilience in young children the Sesame Street way. School-based intervention for resilience in ADHD. Girls Leading Outward: promoting resilience in at-risk middle school girls. Resiliency in youth who have been exposed to violence. Resilience Interventions for Youth in Diverse Populations is an essential resource for researchers, professionals/practitioners, and graduate students in clinical child and school psychology, social work, educational psychology, child and adolescent psychiatry, developmental psychology, and pediatrics.
Author: Robyn Marquis
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Children living in foster care are a particularly vulnerable group of children that are at high-risk for experiencing a multitude of difficulties, including poor academic performance and achievement. Although the academic underachievement of foster children has been well-documented for decades, very few attempts have been made to address the problem. This thesis is the second study to come out of the RESPs for Kids in Care research project, which represents one of three known randomized controlled trials aimed at providing an academic intervention to foster children with a view of improving their basic skills, increasing their chances of graduating from high school and enrolling in post-secondary education. Sixty-four foster children (aged 6 to 13 years), recruited from nine Children's Aid Societies in Ontario, Canada, participated in the project and received an individualized direct-instruction tutoring intervention that was delivered by their foster parent(s). The unique contribution of the current study was its investigation of differential gender effects of the tutoring amongst the foster boys and girls, and whether there were any mental health and social-relational spillover effects. A mixed-method approach was used to explore these differential effects and the main hypothesis of the project, that the foster children in the experimental group would demonstrate greater gains in reading and math than the children in the control group, between pre-test and post-test, regardless of gender. The results were promising: the foster children in the experimental group demonstrated significant gains in their basic reading and math skills after receiving the foster-parent delivered one-on-one tutoring; there were differential gender effects across the academic and mental health results; and there was partial support for the notion that an academic tutoring intervention does elicit spill-over effects into the mental health and social-developmental domains of foster children's lives. Results and implications were discussed.
Author: Juana M. Sancho-Gil
Publisher: Frontiers Media SA
ISBN: 2832532624
Category : Education
Languages : en
Pages : 132
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